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Student approaches to creative processes when participating in an open-ended project in science
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| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 10) |
| Halaman | : | 1583-1600 |
| Abstrak | : | This study examines how students in primary school (grades five and six) displayed creative thinking while working on an open-ended science project, and how they included science knowledge during the creative process. The findings show that students approached the creative process in six different ways: (1) by adaptation, (2) by transfer, (3) by synthesis, (4) by originality, (5) by practicality, and (6) by need. Students were able to make use of knowledge from the science domain while adapting throughout the creative process. Transfer of knowledge from other domains, synthesis of different types of ideas and knowledge, and originality were mostly used during the exploratory phase. Evaluating ideas based on their value according to the contextual factors of the project was also based on the approach’s practicality and need. There was evidence to suggest that some students showed signs of higher order evaluative and creative thinking, based on the way they were able to combine different types of knowledge, make associations between, often remote ideas and knowledge, and make use of knowledge in new ways related to their level of knowledge and experience. The result shows that science education can focus on nurturing creativity without minimising subject knowledge in the process. |
A gender perspective on the structure of adolescents’ interest in science
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 10) |
| Halaman | : | 1565-1582 |
| Abstrak | : | It has repeatedly been documented that there are cross-sectional gender differences in adolescents’ science interest, and these differences are often considered the main factor behind the gap in enrolment rates in higher education STEM programmes. Based on expectancy-value theory and interest theory, this study models interest and tests how self-efficacy and utility value predict science interest among male and female adolescents based on the PISA 2015 data set for Denmark. The results suggest that self-efficacy and utility value had a large predictive effect on science interest for both males and females. Despite the frequently pointed out gender differences in science interest, the multi-group analysis results only show a significant difference between males and females in the path through utility value. These findings indicate that beliefs about the utility value of science are more important for female adolescents’ development of an interest in science than for their male peers. This implies a need for strategies for enhancing students’ perceptions of utility value in science education. |
Associations between Australian students’ literacy achievement in early secondary school and senior secondary participation in science: accessing cultural and science capital
| Pengarang | : | Grant Cooper |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 10) |
| Halaman | : | 1549-1564 |
| Abstrak | : | Many factors are claimed to explain Australian students’ declining participation rates in senior secondary science subjects. These include, for instance, the influences of SES, indigeneity, and gender. While acknowledging the compelling case for these factors affecting student pathways, in this study we explore associations between students’ literacy achievement test scores in early secondary school and their senior secondary participation in science. Our analyses of Australian national literacy testing data indicated that students who subsequently studied physics, chemistry, and biology showed stronger foundational literacy competence than students not studying these subjects. Drawing on a Bourdieusian perspective, this research explores the conversion of cultural capital, in the form of language literacy achievement, into science capital. We consider that these findings (a) reconfirm the foundational role of literacy in all science learning, and (b) support a growing research agenda that focuses on how students can learn the particular literacies of science before senior secondary study. Our findings also have broader implications for policy and practices that support school student participation in science study. |
Profiles of student science attitudes and its associations with gender and science achievement
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 11) |
| Halaman | : | 1876-1895 |
| Abstrak | : | Using TIMSS 2015 data, the present study aimed to explore the profiles of attitudes toward science among Hong Kong eighth-grade students (N = 4138), and further to investigate how these attitudinal profiles might relate with gender and science achievement. In TIMSS, attitudes toward science are specified in terms of four factors: intrinsic interest in science, perceived competence in science, instrumental value of science, and engaging science teaching. Results of a latent profile analysis indicated five distinct profiles of student attitudes toward science: (1) Negative attitudes, particularly toward perceived competence in science; (2) Negative attitudes, particularly toward instrumental value of science and engaging science teaching; (3) Moderate attitudes toward science; (4) Positive attitudes toward science; and (5) High-positive attitudes toward science. Furthermore, boys displayed significantly higher intrinsic interest in science, perceived competence in science and instrumental value of science than girls. Generally, students in profiles with higher levels of science attitudes tended to show better science achievement, but the relationship was not perfectly linear. The findings suggest ways for educators and parents to plan and implement effective and individualized strategies to foster student motivation in science learning. |
Exploring the effects of physics explainer videos and written explanations on declarative knowledge and the illusion of understanding
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 11) |
| Halaman | : | 1855-1875 |
| Abstrak | : | Studies have shown the potential of explainer videos. An alternative is a written explanation, as found in science textbooks. Prior research suggests that instructional explanations sometimes lead to the belief that a topic has been fully understood, even though that is, not the case. This ‘illusion of understanding’ may be affected by the medium of the explanation. Also, prior studies comparing the achievement from explainer videos and writen explanations come to ambiguous results. In the present experimental study (video group: nV = 78, written explanation group nW = 72), we compared the effects of an explainer video introducing the concept of force to a written explanation containing the script of the video, as though it is a page from a textbook. Both groups achieved comparable degrees of declarative knowledge, however, the written explanation video group had a significantly higher belief of understanding (partial η2 = 0.043) that did not correspond with their actual learning progress. Consequences of this may include lower cognitive activation and less motivation in science classrooms if learning environments exclude further learning tasks that allow for a more realistic picture of understanding. That might suggest that it is sometimes potentially harmful to leave physics learners to their own devices with instructional material. |
Promoting questioning in early childhood science education
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 11) |
| Halaman | : | 1840-1854 |
| Abstrak | : | Early science learning and, specifically, the development of scientific process skills are essential for children to understand the natural world around them. Question asking is a valuable tool to help children get information to organise and make sense of their environment. This research aims to find out whether pre-elementary children employ categorical questions on an information-seeking task and at what age they do so. It also intends to examine how this skill evolves just after an educational intervention, and two months later. The participants were 72 children from three early childhood education levels (ECE1: 3–4 years old; ECE2: 4–5 years old; and ECE3: 5–6 years old). Before the intervention, most of the children did not spontaneously ask categorical questions in the proposed task. Teaching this ability to them made them improve it, mainly in the ECE2 and ECE3 groups, and the acquired learning was maintained over time. However, the youngest children have considerable difficulties in using categorical questions. Thus, activities to model children’s scientific skills, particularly those involving the formulation of categorical questions, could be included as part of the science teaching-learning process from 4 to 5 years of age. |
Scientific attitudes: gender differences, impact on physics scores and choices to study physics at higher levels among pre-college STEM students
| Pengarang | : | Moheeta Khan |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 11) |
| Halaman | : | 1816-1839 |
| Abstrak | : | Scholars have suggested that student non-cognitive factors, such as attitudes, have contributed to the gender gap in STEM. Gender has been under investigation for students’ attitudes towards science/physics, but student scientific attitudes (SA) have meagre exploration. This study examined the relationships between gender, SA (in terms of rationality, open-mindedness, confidence in the scientific method, curiosity, and aversion to superstition), physics scores (PS), and students who chose to study college physics. The study involved 641 K12 pre-college STEM students in India. The results revealed that girls have lower PS and SA scores than boys. The PS and SA have a strong correlation for girls compared to boys. SA accounts for 34.8% of the variation in PS for girls and 18.1% for boys, including a further higher contribution from students’ aversion to superstitions than other SA under study. We consider that the students’ socio-cultural dynamics might have influenced these results. SA also impact students’ choice to study physics after K12, though gender is not a factor. Our study supports SA as another important aspect towards achieving gender parity in STEM learning. |
Textbook and popular science text reading: boys’ and girls’ comprehension and assimilation of academic language
| Pengarang | : | Rogério G. Nigro |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 11) |
| Halaman | : | 1792-1815 |
| Abstrak | : | Reading can be considered constitutive epistemology for science and a fundamental aspect of scientific literacy. This study attempted to give further insights into the comprehension of different genres of science texts (textbook and popular science) and the assimilation of the academic language by adolescent age students. The writings 14- and 15-year-old students produced after reading one of these two genres were analysed while controlling for their reading skills and gender. The results indicated that popular science text readers achieved better comprehension scores for some of the ideas provided by the texts and that the performance of boys and girls reading the popular science materials tended to converge for most of the text ideas. Furthermore, analysis of some attributes of scientific writing revealed significant linguistic differences in the writings produced by the readers of different text genres. Data interpretation implies that (a) the influence of text genre on reading comprehension can be restrained only to some of the text imparted propositions; (b) certain school science text genres were prone to reverse the well-known girls’ reading superiority over boys; and (c) students can reproduce text characteristics in their writing that is more consistent with academic language. Overall, the findings presented favour a view that science reading is a complex phenomenon that merits more in-depth research. |
Exploring Korean scientists’ perceptions of scientific creativity and education for scientific creativity
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 11) |
| Halaman | : | 1767-1791 |
| Abstrak | : | Creativity is considered a key element of the scientific infrastructure and a driving force of scientific advancement. This study aims to present Korean scientists’ voices regarding scientific creativity by investigating their perceptions of scientific creativity and education for it. Extending the phenomenography lens through activity theory, we interviewed eleven scientists in various science research fields and investigated the structural features of the situations that influenced their perceptions. The results show that scientists’ perceptions of scientific creativity were developed by the different epistemic cultures in their research fields. In addition, their perceptions of education for scientific creativity centred on the accumulation of resources to generate novel and valuable ideas and the facilitation of open discussion on knowledge construction. We discuss their perceptions of creativity in the context of their research fields’ epistemic cultures and the design of science education for scientific creativity. We conclude by discussing the implications of this study for developing science education to cultivate creative scientists. |
High school students’ understanding of molecular representations in a context-based multi-model chemistry learning approach
| Pengarang | : | Shirly Avargil |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 11) |
| Halaman | : | 1738-1766 |
| Abstrak | : | Context-Based Learning (CBL) and learning through developing and using models are two important teaching approaches for chemistry conceptual understanding. We aimed to examine the influence of a CBL approach on students’ understanding of Multiple Models of Knowledge Representations (MMKRs) and multiple molecular representations. Research participants included high-school students in three different research groups. The context-based group (N = 271) studied food chemistry in a CBL approach. The traditional group studied according to the traditional curriculum (high-school organic chemistry), and the traditional + food group studied according to the traditional curriculum, with the addition of food-related topics (N = 99). The context-based group had a greater effect on increasing students’ ability to understand and relate to MMKRs and manipulate and connect among various multiple molecular representations (both indicators for conceptual understanding in chemistry). Food chemistry topics were also beneficial for students who did not learn in a CBL approach, however, with a lower effect. More students in the context-based group have shifted to being high achievers. Additionally, low-achievers have progressed significantly more than medium and high achievers. This research connects CBL to aspects of the practice of ‘developing and using models’ in chemistry, and a way to look at, and assess, conceptual understanding in chemistry. |